The purpose of this paper is to investigate how different arrangements, such as lesson structures and patterns of variation, enhance students’ genre awareness, their understanding of genre features of informative text and can generate new learning.,This is an example of learning study consisting of a design experiment, and embedded in the design was the selected test criteria. The variation theory of learning served as the major guiding principle for the pedagogical design, lesson analysis and evaluation.,The findings of this study give support to variation theory being a powerful pedagogical tool for improving students’ understanding of informative texts and enabling them to generate new learning. Students in the target group who had more opportunities to encounter the “first contrast, next contrast and last generalisation” pattern of variation performed better than those in the comparison group, who were exposed to the “first generalisation, next contrast and last generalisation” pattern. The pure hierarchical lesson structure used for the target group was found to be more conducive to learning than the mixed structure (sequential–hierarchical structure) used in the comparison group.,Both the lesson structure and patterns of variation and invariance used are extremely important in developing a powerful method of enhancing students’ genre awareness, their understanding of genre features of informative text and to generate new learning.

中文翻译：

---

变体理论提高学生体裁意识和体裁特征学习的研究

本文的目的是研究不同的安排，如课程结构和变化模式，如何提高学生的体裁意识，他们对信息性文本体裁特征的理解，并能产生新的学习。,这是一个学习研究的例子，包括设计实验，并嵌入在设计中的是选定的测试标准。学习的变体理论是教学设计、课程分析和评价的主要指导原则。,本研究的结果支持变体理论是一种强大的教学工具，可以提高学生对信息性文本的理解，并使他们能够生成新的学习。目标群体中遇到“第一对比，下一个对比和最后一个概括”的变异模式比那些暴露于“第一个概括、下一个对比和最后一个概括”模式的对照组表现更好。发现用于目标群体的纯层次课程结构比用于对照组的混合结构（顺序-层次结构）更有利于学习。开发一种强大的方法来增强学生的体裁意识，他们对信息性文本的体裁特征的理解并产生新的学习。